Curriculum - St Wilfrids Catholic High School and Sixth Form College



At St Wilfrid’s we provide opportunities for students to achieve outstanding outcomes in the new Attainment 8 performance measure.

Please click here to read the Curriculum Policy.

Key Stage 3

On entry to the school pupils are placed in one of ten mixed ability forms. The pupils are organised into 10 teaching groups, set in ability for English and for Maths.   In Years 7 and 8 pupils follow a broad curriculum which gives a wide range of experiences. The curriculum is delivered over a 2-week cycle in 50 one hour lessons.

In Years 7 and 8 the majority of pupils study a Modern Foreign Language – French or Spanish. Those pupils who do not study a Modern Foreign language have personalised support lessons to support them in accessing the curriculum to make progress.

Key Stage 3 Assessment

Assessment without Levels

In September 2014 a new system was introduced to assess student progress and attainment at key stage 3 without levels.  The system introduced at St Wilfrid’s is based on the principle of milestones.
Each curriculum area has divided the National Curriculum programme of study for Key Stage 3 into 12 ‘blocks’ of learning, referred to as milestones.
The ‘blocks’ of learning over the 2 years will support the students in developing their knowledge, skills and understanding in that subject area.  Where the same concepts, knowledge and skills are being developed over the two years the content of the milestones will be more challenging.  The content of the milestones will prepare students to start their Key Stage 4 course in the subject.
Student progress and attainment in Key Stage 3 is assessed six times a year in year 7 and year 8.
The Key Stage 3 milestone assessments take into account evidence from a range of informal and formative assessments.  It can include assessments from end-of-unit tests, research projects; homework; oral work.

In order to record the assessment of the standard that the student has reached in the milestone the following is used:

  • Excelling: the student is excelling in the knowledge, understanding and development of the skills well beyond the standard expected .
  • Mastering: the student is mastering the expected knowledge, understanding and skills.
  • Exceeding: the student is exceeding the standard expected for knowledge, understanding and skills.
  • Deep: the student is developing a deep knowledge and understanding and the skills expected.
  • Advancing: the student is advancing in the expected standard of knowledge, understanding and skills.
  • Emerging: the student is emerging in the basic standard of knowledge, understanding and skills expected.
  • Approaching: the student is approaching the expected standard of knowledge, understanding and skills.

For further details of the content of the Milestones for each subject please refer to the Milestone Booklets

Link to: Year 7 Milestones

Link to: Year 8 Milestones

Key Stage 4

In Years 9, 10 and 11 each pupil’s programme is made up of compulsory subjects and guided subjects leading to a GCSE or BTEC examinations.  The core subjects are Religious Education, English Language, English Literature, Mathematics, Science and Physical Education.  Pupils also follow a programme for Personal, Social, Citizenship and Health Education. In addition, the pupils are guided to study four other subjects.   Pupils are strongly encouraged to follow a broad curriculum and to choose a balanced programme which should include at least one other EBacc subject; a humanities subject and/or a modern foreign language. We also encourage students to consider the full English Bacc programme of subjects, especially those in the high ability KS2 band.



We have developed the assessment calendar this year to support the monitoring of student progress and outcomes. Students are provided with information about the standards that they are attaining and the progress that they are making in each of their subjects up to six times each year. Twice each year, teachers record current and forecast grades and progress, attitude to learning, controlled assessment and home learning Indicators.

The Current Grade includes all aspects of the final assessment including written exam, controlled assessment and practical aspects. The Forecast grade indicates what the student will achieve if they continue to work as they are doing with the present level of effort and commitment, taking into account the advice provided.


9-1 Grading system at Key Stage 4

The table below demonstrates how the new 9-1 grading system compares to the previous legacy system

The DfE have designed the grading so that there are comparable points at key grades. The bottom of a grade 7 is comparable to the bottom of the old grade A, the bottom of a new grade 4 is comparable to the bottom of the old grade C, and the bottom of the new grade 1 is comparable to the bottom of the old grade G. They have also been clear to employers, universities and others that if they previously set entry requirements of at least a grade C, then the equivalent now would be to require at least grade 4.

Within Key Stage 4 at St Wilfrid’s we also use a ‘finely graded’ 9-1 approach to assessment. The table below describes how this system is used across assessments in school and when reporting to parents.

Grade Description
4+ The student is attaining at the top of the grade 4 boundary
4 The student is attaining safely within the grade 4 boundary
4- The student is attaining at the lower end of the grade 4 boundary


The Target grades are the standards that we expect students to aspire to achieve.

The Attitude to Learning indicates how well the student is developing in their independent learning, taking full responsibility for their learning and being actively engaged in class, motivated and hardworking.

We are continuing to develop systems to track student progress and monitor outcomes against the new performance measures.

The Progress Indicator is an indication of the progress being made in learning.

The Home Learning Indicator is an indication of the progress being made in and quality of home learning
The Controlled Assessment Indicator is an indication of the progress being in with and quality of controlled assessment.

The following key is used for Progress, Home Learning and Controlled Assessment:

Excellent Progress
Excellent progress being made to enable the student to achieve above expected standards and make outstanding progress from KS2 start points.

Good Progress
Good progress, the student is on track to attain standards that are in line with those expected.

Improvement Required
Improvement required if the student is to make progress in line with expectations.  Subject based Intervention to be put in place

Poor Progress
Poor progress, cause for concern.  The student is not  making sufficient progress to  attain the  national expected standard

Very poor progress, serious cause for concern.  The student is working well below the expected national standard and is not making progress.

Attitude to Learning

Student’s attitude to learning will also be assessed using the following criteria:

A highly motivated student, who is able to work independently, takes full responsibility for their own learning and is actively engaged in class.  A student who demonstrates excellent effort in all lessons.

A motivated and hardworking student who is able to work independently, improve their work and make good choices in and out of lessons.  A student who consistently displays good effort levels and takes responsibility for their own learning.

Requires Improvement
A student who can make good choices in and out of lessons but not consistently and the poor choices in lessons result in standards not always being as expected.   Inconsistent effort is applied to work.  Unless a change in approach to class work, homework and attitude is made future progress could be limited.

Below Expected Standard
A student who is under-achieving and, unless a significant change in approach to class work, homework and attitude is made, the student stands very little chance of fulfilling their potential.  Little effort is applied to work and very little responsibility is taken for learning.


A student who is severely under-achieving and, unless a significant change in approach to class work, homework and attitude is made, will not achieve potential.   Very little effort is applied to work and no responsibility for learning is taken.